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Article: Hedging in academic writing and EAF textbooks

TitleHedging in academic writing and EAF textbooks
Authors
Issue Date1994
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/esp
Citation
English For Specific Purposes, 1994, v. 13 n. 3, p. 239-256 How to Cite?
AbstractAcademic writing is rich in hedged propositions. By allowing writers to express their uncertainty concerning the factuality of their statements or to indicate deference to their readers, epistemic devices are a significant characteristic of academic writing. While there is clear pedagogical justification for assisting learners to develop an awareness of the significance of hedging and the principles of its correct use, tentative language continues to be an important source of pragmatic failure in the writing of second language science students. This paper discusses the importance, functions, and expression of epistemic modality in scientific discourse in order to evaluate the treatment given to hedging devices in a range of EAP and EST writing textbooks. It is suggested that despite the interest hedging has attracted in the research literature, a number of widely used textbooks display an ignorance of empirical usage, and that pedagogic writing materials would benefit from revisions based on authentic data. © 1994.
Persistent Identifierhttp://hdl.handle.net/10722/130167
ISSN
2015 Impact Factor: 1.143
2015 SCImago Journal Rankings: 1.659

 

DC FieldValueLanguage
dc.contributor.authorHyland, Ken_HK
dc.date.accessioned2010-12-23T08:47:35Z-
dc.date.available2010-12-23T08:47:35Z-
dc.date.issued1994en_HK
dc.identifier.citationEnglish For Specific Purposes, 1994, v. 13 n. 3, p. 239-256en_HK
dc.identifier.issn0889-4906en_HK
dc.identifier.urihttp://hdl.handle.net/10722/130167-
dc.description.abstractAcademic writing is rich in hedged propositions. By allowing writers to express their uncertainty concerning the factuality of their statements or to indicate deference to their readers, epistemic devices are a significant characteristic of academic writing. While there is clear pedagogical justification for assisting learners to develop an awareness of the significance of hedging and the principles of its correct use, tentative language continues to be an important source of pragmatic failure in the writing of second language science students. This paper discusses the importance, functions, and expression of epistemic modality in scientific discourse in order to evaluate the treatment given to hedging devices in a range of EAP and EST writing textbooks. It is suggested that despite the interest hedging has attracted in the research literature, a number of widely used textbooks display an ignorance of empirical usage, and that pedagogic writing materials would benefit from revisions based on authentic data. © 1994.en_HK
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/espen_HK
dc.relation.ispartofEnglish for Specific Purposesen_HK
dc.titleHedging in academic writing and EAF textbooksen_HK
dc.typeArticleen_HK
dc.identifier.emailHyland, K:khyland@hku.hken_HK
dc.identifier.authorityHyland, K=rp01133en_HK
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.scopuseid_2-s2.0-0011515689en_HK
dc.identifier.volume13en_HK
dc.identifier.issue3en_HK
dc.identifier.spage239en_HK
dc.identifier.epage256en_HK
dc.publisher.placeUnited Kingdomen_HK

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